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Academic Journal Citations

  • Baard, P. P., Deci, E. L., & Ryan, R. M. (2004). Intrinsic Need Satisfaction: A Motivational Basis of Performance and Well-Being in Two Work Settings. Journal of Applied Social Psychology, 34, 2045-2068.
  • Bartholomew, K. J., Ntoumanis, N., Ryan, R. M., Bosch, J. A., & Thøgersen-Ntoumani, C. (2011). Self-determination theory and diminished functioning: The role of interpersonal control and psychological need thwarting. Personality and Social Psychology Bulletin, 37(11), 1459-1473.
  • Bindman, S. W., Pomerantz, E. M., Roisman, G. I. (2015). Do children’s executive functions account for associations between early autonomy-supportive parenting and achievement through high school? Journal of Educational Psychology, 107(3), 756-770.
  • Chen, B., et al (2015). Basic Psychological need satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39, 216-236.
  • Chen, Y., & Li, Y. (2017). A collaborative learning program to promote students’ communication and collaboration skills in a middle school. International Journal of Educational Technology in Higher Education, 14(1), 27.
  • Chirkov, V. I., & Ryan, R. M. (2001). Parent and teacher autonomy-support in Russian and U.S. adolescents. Journal of Cross-Cultural Psychology, 32, 618-635.
  • Chomksy, N. (1972). Language and mind. New York: Harcourt Brace Jovanovich.
  • Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, 627-668.
  • Deci, E. L., & Ryan, R. M. (2000). The” what” and” why” ofgoal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
  • Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life’s domains. Canadian Psychology/ Psychologie canadienne, 49, 14-23.
  • DeHaan, C. R., Hirai, T., & Ryan, R. M. (2016). Nussbaum’s capabilities and self-determination theory’s basic psychological needs: Relating some fundamentals of human wellness. Journal of Happiness Studies, 17(5), 2037-2049.
  • Diener, E., Ng, W., Hartnery, J., & Arora, R. (2010). Wealth and happiness across the world: Material prosperity predicts life evaluation, whereas psychosocial prosperity predicts positive feeling. Journal of Personality and Social Psychology, 99, 52-61.
  • Durlak, J. A., Weissberg, R. P., & Pachan, M. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432. DOI: 10.1111/j.1467-8624.2010.01564.x.
  • Evans, P., & Bonneville-Roussy, A. (2015). Self-determined motivation for practice in university music students. Psychology of Music, 44, 1095-1110.
  • Feuerborn, L. L., & Gueldner, B. A. (2019). Mindfulness and Social-Emotional Competencies: Proposing Connections Through a Review of the Research. Mindfulness, DOI: 10.1007/s12671-019-01101-1​.
  • Gagne, M. (2003). Autonomy support and need satisfaction in the motivation and well-being of gymnasts. Journal of Applied Sport Psychology, 15(4), 372-390.
  • González, M. G., Swanson, D. P., Lynch, M., & Williams, G. C. (2016). Testing satisfaction of basic psychological needs as a mediator of the relationship between socioeconomic status and physical and mental health. Journal of Health Psychology, 21(6), 972-982.
  • Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children’s self-regulation and competence in school. Journal of Educational Psychology, 81(2), 143-154.
  • Güntert, S. T. (2015). The impact of work design, autonomy support, and strategy on employee outcomes: A differentiated perspective on self-determination at work. Motivation and Emotion, 39, 74-87.
  • Jones, H. E. (1943). Development in adolescence. New York: Appleton-Century.
  • Kasser, T., & Ryan, R. M. (2001). Be careful what you wish for: Optimal functioning and the relative attainment of intrinsic and extrinsic goals. In P. Schmuck & K. M. Sheldon (Eds.), Life goals and well-being: Towards a positive psychology of human striving (pp. 116-131). Lengerich, Germany: Pabst Science
  • Kasser, T., & Ryan, R. M. (1996). Further examining the American dream: Differential correlates of intrinsic and extrinsic goals. Personality and Social Psychology Bulletin, 22, 80-87.
  • Li, J., & Julian, M.M. (2012). Developmental relationships as the active ingredient: A unifying working hypothesis of “what works” across intervention settings. American Journal of Orthopsychiatry, 82, 157-166. https://psycnet.apa.org/ doi/10.1111/j.1939-0025.2012.01151.x
  • Lynch, M. F., La Guardia, J. G., & Ryan, R. M. (2009). On being yourself in different cultures: Ideal and actual self-concept and well-being in China, Russia, and the United States. The Journal of Positive Psychology, 4, 290-304.
  • Martela, F., & Ryan, R. M. (2016). Prococial behavior increases well-being and vitality even without contact with the beneficiary: Causal and behavioral evidence. Motivation and Emotion, 40, 351-357.
  • Miserandino, M. (1996). Children who do well in school: Individual differences in perceived competence and autonomy in above-average children. Journal of Educational Psychology, 88, 201-214.
  • Muraven, M., Rosman, H., & Gagne, M. (2007). Lack of autonomy and self-control: Performance contingent rewards lead to greater depletion. Motivation and Emotion, 33, 322-330.
  • Muraven, M., Gagne, M., & Rosman, H. (2008). Helpful self-control: Autonomy support, vitality, and depletion. Journal of Experimental Social Psychology, 44, 573-585.
  • Ng, Y., Ntoumanis, N., Thogersen-Ntoumanis, C., Deci, E.G., Ryan, R. M., Duda, J., & Williams, G. C. (2012). Self-determination theory applied to health contexts: A meta analysis. Perspectives on Psychological Study, 7, 325-340.
  • Niemiec, C. P., Ryan, R. M., & Deci, E. L. (2009). The path taken: Consequences of attaining intrinsic and extrinsic aspiration in post-college life. Journal of Research in Personality, 43, 291-306.
  • Pelletier, L. G., Fortier, M. A., Vallerant, R. J., & Biere, N. M. (2001). Associations among perceived autonomy support, forms of self-regulation, and persistence: A prospective study. Motivation and Emotion, 25, 279-306.
  • Reis, H. T., Sheldon, K. M., Gable, S. L., Roscoe, J. & Ryan, R. M. (2000). Daily well-being: The role of autonomy, competence, and relatedness. Personality and Social Psychology Bulletin, 26, 419-435.
  • Rothbaum, F., Weisz, J., Pott, M., Miyake, K., & Morelli, G. (2000). Attachment and culture: Security in the United States and Japan. American Psychologist, 55(10), 1093-1104. doi: 10.1037/0003-066X.55.10.1093
  • Rubak S, Sandbaek A, Lauritzen T, Christensen B. Motivational interviewing: a systematic review and meta-analysis. Br J Gen Pract. 2005 Apr;55(513):305-12. PMID: 15826439; PMCID: PMC1463134.
  • Ryan, R. M., & Deci, E. L. (2017). In Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: Guilford Press.
  • Ryan,R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55, 68-78.
  • Ryan, R. M., & Frederick, C. (1997). On energy, personality, and health: Subjective vitality as a dynamic reflection of well-being. Journal of Personality, 65, 529-565.
  • Scales, P. C., Pekel, K., Sethi, J., Chamberlain, R., & Van Boekel, M. (2019). Academic year changes in student-teacher developmental relationships and their links to change in middle and high school students’ motivation, engagement, and performance. Journal of Early Adolescence, 40(4), 499– 536. https://doi.org/10.1177/0272431619858414
  • Scales, P. C., Benson, P. L., & Roehlkepartain, E. C. (2011). Adolescent thriving: The role of sparks, relationships, and empowerment. Journal of Youth and Adolescence, 40(3), 263-277.
  • Soenens, B., Berzonsky, M. D., Dunkel, C. S., Papini, D. R. & Vansteenkiste, M. (2011). Are all identity commitments created equally? The importance of motives for commitment for late adolescents’ personal adjustment. International Journal of Behavioral Development, 35, 358-369.
  • Syvertsen, A. K., Scales, P. C., Sullivan, T. K., & Sethi, J. (2018). Finding the flouride: Examining how and why developmental relationships are the active ingredient in interventions that work. American Journal of Orthopsychiatry, 5, 493–502. https://doi.org/10.1037/ ort0000333
  • Thompson-Schill, S. L., Ramscar, M., & Chrysikou, E. G. (2009). Cognition without control: When a little frontal lobe goes a long way. Current Directions in Psychological Science, 18(5), 259-263. doi: 10.1111/j.1467-8721.2009.01648.x
  • van der Stel, M., Veenman, S., & de Bruin, A. (2018). Improving critical thinking skills in middle school students using a problem-based learning approach. Learning and Instruction, 58, 34-45.
  • Van Hiel, A., Vansteenkiste, M. (2009). Ambitions fulfilled? The effects of intrinsic and extrinsic goal attainment on older adults’ ego-integrity and death attitudes. The International Journal of Aging and Human Development, 68, 27-51.
  • Vasquez, A. C., Patall, E. A., Fong, C. J., Corrigan, A. S., & Pine, L. (2016). Parent autonomy support, academic achievement, and psychosocial functioning: a Meta-analysis of research, Educational Psychology Review, 28, 605-644.
  • Weinstein, N., Hodgins, H. S., & Ryan, R. M. (2010). Autonomy and control in dyads: Effects on interactions quality and joint creative performance. Personality and Social Psychology Bulletin, 36, 1603-1617.
  • Weinstein, N., & Ryan, R. M. (2010). When helping helps: Autonomous motivation for prosocial behavior and its influence on well-being for the helper and recipient. Journal of Personality and Social Psychology, 98, 222-244.
  • William Damon. “Peer Education: The Untapped Potential.” Journal of Applied Developmental Psychology, Vol. 5, Issue 4, October–December 1984, pp. 331–43.
  • Williams, G. C., Grow, V. M., Freedman, Z. R., Ryan, R. M., & Deci, E. L. (1996). Motivational predictors of weight loss and weight-loss maintenance. Journal of Personality and Social Psychology, 70, 115-126.
  • Yu, C., Li, X., Wang, S., Zhang, W. (2016). Teacher autonomy support reduces adolescent anxiety and depression: An 18-month longitudinal study. Journal of Adolescence, 49, 115-123.
  • Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools—a systematic review and meta-analysis. Frontiers in Psychology, 5, 603. DOI: 10.3389/fpsyg.2014.00603.